The aim of this study was to determine developmental trends in the area of visual-motor integration in preschool and 1st to 4th grade children, as well as relations between the observed dimension and body coordination. The study included 440 subjects divided in seven age categories from 3 to 10 years of age. Testing was implemented in two phases; pilot phase and final phase. The pilot phase included testing of visual-motor integration and body coordination on 25% of the sample of subjects divided per sex and age. Body coordination dimension was evaluated by the application of motor tests Backwards Obstacle Course (MPOL), Sidesteps (MKUS) and Coordination with a Stick (MOP). The degree of visual-motor integration was evaluated by the use of the newly constructed Visual-Motor Integration Test (VMI) and the Beery VMI Developmental Test of Visual-Motor Integration (Beery VMI). All coordination tests and the Visual-Motor Integration Test (VMI) were applied three times, whilst the Beery VMI was only applied once. This phase of research included testing of metric characteristics of measuring instruments and correlation of body coordination with the degree of visual-motor integration. All applied measuring instruments showed good metric characteristics on the observed sample of subjects. Obtained results of intercorrelation of certain variables and correlation of groups of variables body coordination and visual-motor integration in the subsample of preschool children indicated a conclusion of having a high correlation and canonical relations. Besides the previously mentioned, the results indicated the existence of a unique background mechanism responsible for manifestation of moving structures in domains of body coordination and visual-motor integration that gradually differentiate in time function. The final phase included evaluation of the degree of visual-motor integration of the entire sample of subjects by the one-time use of the Visual-Motor Integration Test (VMI). Two-way analysis of variance was implemented on a sample of N=440 and statistically significant difference in the degree of visual-motor integration between subjects was determined per sex and age. The post hoc analysis was applied with the aim of testing differences between certain age groups of subjects. Obtained results confirmed statistically significant differences between all age groups of preschool children and between first graders and second graders, after which the process of development of visual-motor integration stabilised. Further research led to analysis made in regards to differences in the structure of the Visual-Motor Integration Test (VMI) that is the dimension of speed and accuracy of solving the test. Results of the two-way analysis of variance confirmed statistically significant difference between subjects of different age and the post hoc analysis provided an insight into a trend of improvement of the speed of performance in older 10 preschool children and first graders as well as between first graders and second graders, after which the observed trend was slowing down. The Kurskal-Wallisovog H Test showed statistically significant difference between subjects of different sex and age in the number of errors made while solving the Visual-Motor Integration Test (VMI). The results of the post hoc analysis indicated a significant increase in accuracy between subjects of the middle and older preschool children and the first graders, after which the manifestation of accuracy of solving the Visual-Motor Integration Test (VMI) was stabilised.